Look at the picture and answer the question

he took off his cap so that he could take a nap

Look at the picture and answer the question.

apply consistent phonics generalizations in common words

Look at the picture and answer the question

modeling how to engage in close reading of academic texts

Look at the picture and answer the question

the spelling of a suffix is often more reliable than its pronunciation

Look at the picture and answer the question

proficient at using context clues to help identify words but weak decoding

Look at the picture and answer the question.

hearing the word hat, can identify that it ends with the sound /t/

Look at the picture and answer the question.

use knowledge of letter-sound correspondence to decode words

Look at the picture and answer the question

what do you think isn the main idea of the novel? relate specific events.

Look at the picture and answer the question.

development of an awareness of print

Look at the picture and answer the question

basing interpretations about a literary work on textual evidence

Look at the picture and answer the question

discussing examples of the phrase used in the context

Look at the picture and answer the question

ask to share what they already know about the time period

Look at the picture and answer the question.

development of reading rate and automaticity

Look at the picture and answer the question

create a story map of main characters and the events their connected to

Look at the picture and answer the question

previewing a chapter in a content-area textbook

Look at the picture and answer the question

verify understanding that tigers means more that one tiger

Look at the picture and answer the question

look up word, then paraphrase the sentence using the dictionary definition

Look at the picture and answer the question.

rapid automatic decoding skills help reading fluency and comprehension

Look at the picture and answer the question.

awareness that speech can be represented by writing

Look at the picture and answer the question.

teahcer says the name of a letter, while the students trace its shape

Look at the picture and answer the question

extend & reinforce expressive & receptive vocabularies related to texts

Look at the picture and answer the question

spelling supports word recognition by learning and retaining common phonics

Look at the picture and answer the question

the spelling of a suffix can vary depending on its root word

Look at the picture and answer the question

fostering their engagement in and love of reading

Look at the picture and answer the question

can decode and understand the meaning of at least 95% of the words in text

Look at the picture and answer the question.

talk with students about the selected consonants using a series of posters

Look at the picture and answer the question.

demonstrating that phonemes are represented by letters

Look at the picture and answer the question

analyze point of view in expository texts

Look at the picture and answer the question.

developing letter formation skills

Look at the picture and answer the question.

have a relatively high level of phonemic awareness

Look at the picture and answer the question

should use repeated words and natural oral language structures

Look at the picture and answer the question

words that are conceptually challenging

Look at the picture and answer the question

promoting their oral language development and listening comprehension

Look at the picture and answer the question.

needs help developing phonemic segmentation skills

Look at the picture and answer the question

2nd grader adept at using context clues, but diff. sounding out letters

Look at the picture and answer the question

understand the concept of compound words

Look at the picture and answer the question

love of reading facilitating thier access to a story they hear/understood

Look at the picture and answer the question

a phrase, rhyme, or sentence is repeated throughout the text

Look at the picture and answer the question.

heard the word hot and the /i/ sound, can subsitute /i/ for /o/ to make hit

Look at the picture and answer the question.

reading fluency with respect to accuracy

Look at the picture and answer the question

promote student participation in self-assessment activities

Look at the picture and answer the question.

identify in spoken language separate sounds that can be mapped to letters

Look at the picture and answer the question.

say the word cat, then say the first sound the child hears in the world

Look at the picture and answer the question

facilitate comprehension by activating prior knowledge and building schema

studbud

Practice

87 termsStudBud Administration61 plays

Imported from external platform

Flashcards87 cardsFPractice quizPHost liveL

Questions 87

Answers

1
Look at the picture and answer the question
he took off his cap so that he could take a nap
his face looked pale after he carried the pail of water for a mile
she told him not to buy a ticket because she had already bought one
she works at a bank that is located near the bank of a river
2
Look at the picture and answer the question.
look up unfamiliar words in the dictionary
use context clues to determine the meaning of words
apply consistent phonics generalizations in common words
identify the constituent parts of multi-syllable words
3
Look at the picture and answer the question
kn
ir
oi
th
4
Look at the picture and answer the question
modeling how to engage in close reading of academic texts
developing word consciousness and love of interesting new words
achieve grade-level fluency benchmarks for accuracy and rate
apply metacognitive comprehension strategies as they read
5
Look at the picture and answer the question
the spelling of a suffix is often more reliable than its pronunciation
the second letter of a consonant blend is usually pronounced as the onset
spelling is often the best predictor of the proununciation of a suffix
open syllables are usually pronounced with a long vowel sound
6
Look at the picture and answer the question
understands letter-sound correspondence but not syllable structure
proficient at using syntactic clues but not semantic clues
can decode single syllable words but not multi-syllable words
proficient at using context clues to help identify words but weak decoding
7
Look at the picture and answer the question.
shown a letter, of the alphabet, can orally identify corresponding sound(s)
heard the word magazine, and can determine it contains three syllables
sing, ring, fling and hang. can identify hang is different
hearing the word hat, can identify that it ends with the sound /t/
8
Look at the picture and answer the question.
guess the meaning of unfamiliar words
recognize and understand sight words in a text
use knowledge of letter-sound correspondence to decode words
divide written words into onset and rimes
9
Look at the picture and answer the question
what do you think isn the main idea of the novel? relate specific events.
which characters are mentioned in the chapter? list each of the characters
What happened in the chapter? describe 2-3 events from the chapter
what new vocabulary words did you learn? List and define the words
10
Look at the picture and answer the question.
development of an awareness of print
recognition of high-frequency sight words
recognition that words are composed of separete words
development of automaticity in word recognition
11
Look at the picture and answer the question
pronouncing clowns as clones
shortening funny to fun
omitting circus
saying bet for best
12
Look at the picture and answer the question
determining the authors stated or implied main point of view
basing interpretations about a literary work on textual evidence
identify a novels mood by analyzing the authors use of figurative lanuage
using text structure to develop a general summary of a literary work
13
Look at the picture and answer the question
ask to find other sentences in the text that use fell and swoop
help create a tree diagram of the structure of the phrase
discussing examples of the phrase used in the context
directing to look up the different meanings of fell and swoop
14
Look at the picture and answer the question
introducing common elements of play as genre looking at sections as a class
ask to generate questions about the play based on the title
ask to share what they already know about the time period
encouraging to create / perform their own short skits about the subject
15
Look at the picture and answer the question.
awareness of key aspects of prosodic reading
awareness of new phonics elements
development of reading rate and automaticity
development of comprehension skills and strategies
16
Look at the picture and answer the question
initial and final consonants
digraphs and blends
short vowels and dipthongs
long and r-controlled vowels
17
Look at the picture and answer the question
create a story map of main characters and the events their connected to
clarify their understanding by reflecting on their personal expierences
explicitly teaching the key features / conventions of different genres
prompting to evaluate the significance of a story's setting to the theme
18
Look at the picture and answer the question
synthesizing information from various sources for a research support
evaluating the validity of information on an Internet Web site
previewing a chapter in a content-area textbook
studying specific facts for a content-area exam
19
Look at the picture and answer the question
provide picture card to determine whether the student can identify a tiger
guide in reading lists of nouns with and without plural -s on the end
verify understanding that tigers means more that one tiger
provide independent practice in adding plural s to singular nouns
20
Look at the picture and answer the question
look up word, then paraphrase the sentence using the dictionary definition
make note in vocab log, then study the word after finishing the story
break the word up into component parts, the compare the meanings
use context clues in the sentence, guess the meaning, then the the meaning
21
Look at the picture and answer the question.
decoding skills are secondary to reading fluency and comprehension skills
reading comp sills directly facilitate the development of decoding skills
rapid automatic decoding skills help reading fluency and comprehension
decoding skills & reading comp skills tend to develop independently
22
Look at the picture and answer the question.
basic undertsanding of the alphabetic principle
basic understanding of word boundaries
awareness of the relationship between syllables and the spoken word
awareness that speech can be represented by writing
23
Look at the picture and answer the question.
reads aloud to the kiddos from books that contain words that follow phonics
teacher emphasizes the initial sounds of words when reading to the children
teacher posts the entire alphabet around the room in several different ways
teahcer says the name of a letter, while the students trace its shape
24
Look at the picture and answer the question
infer the meaning of new vocabulary in the test based on word derivations
strengthen & extend understanding of the overall structure of the text
extend & reinforce expressive & receptive vocabularies related to texts
verify word meanings by incorporating syntactic and semantic clues
25
Look at the picture and answer the question
spelling facilitates vocabulary development by introducing new words
spelling promotes phonemic awareness by teaching onset and rimes
spelling supports word recognition by learning and retaining common phonics
spelling simplifies the reading process by focusing on limited set of rules
26
Look at the picture and answer the question
the addition of a suffix can alter the spelling of its root word
the spelling of a suffix can vary depending on its root word
the accented syllable of a root word can shift when certain suffixes are +
the pronunciation if a suffix can change when added to certain root words
27
Look at the picture and answer the question
improving their aural discrimination skills
fostering their engagement in and love of reading
explicitly modeling phonological concepts such as word boundaries
explicitly teaching letter-sound correspondence
28
Look at the picture and answer the question
text does not include compound sentences joined it and/or/but
come from homes where silent reading is extensively modeled
text primarily deals w/ fictional rather then factual accounts of character
can decode and understand the meaning of at least 95% of the words in text
29
Look at the picture and answer the question.
talk with students about the beginning, middle and end of a story
students trace both lower and uppercase letters, then write on their own
put labels on familiar objects in the classroom and have students read them
talk with students about the selected consonants using a series of posters
30
Look at the picture and answer the question.
demonstrating that phonemes are represented by letters
introducing the concept of onset and rimes
focusing on auditory discrimination skills
illustrating the concept of word boundaries
31
Look at the picture and answer the question
monitor comprehension of informational texts
identify the theme in expository texts
analyze point of view in expository texts
draw inferences from informational texts
32
Look at the picture and answer the question.
recognizing that print carries meaning
understanding the relationship between spoken an written language
interalizing the alphabetic principle
developing letter formation skills
33
Look at the picture and answer the question.
are beginning to develop systematic phonics skills
have a relatively high level of phonemic awareness
are beginning to master the alphabetic principle
have a relatively low level of phonological awareness
34
Look at the picture and answer the question
emphasize use of literary language and dialogues
should use repeated words and natural oral language structures
feature a range of punctuation and context-specific vocabulary
require readers to use problem-solving to connect text to illustrations
35
Look at the picture and answer the question
semantic map
outline
timeline
venn diagram
36
Look at the picture and answer the question
structural analysis skills
awareness of multisyllable words
ability to blend the sounds in words
ability to isolate individual sounds in words
37
Look at the picture and answer the question
high-frequency, phonetically irregular words
words that are conceptually challenging
high-frequency words with multiple meanings
multi-syllable words
38
Look at the picture and answer the question
promoting their oral language development and listening comprehension
encouraging them to practice speaking skills
fostering their ability to work independently of teacher guidance
helping them begin to make connection between print and the spoken word
39
Look at the picture and answer the question.
lacks automaticity in word recognition
needs help developing phonemic segmentation skills
has difficulty sounding out phonetically regular one-syllable words
is performing below grade-level benchmarks in reading fluency
40
Look at the picture and answer the question
1st grader can easily decode nonsense words but limited comprehension
2nd grader adept at using context clues, but diff. sounding out letters
K student can recite the alphabet from memory, but diff w/ indvid phonemes
3rd grader who can read grade level text but diff with unfamiliar words
41
Look at the picture and answer the question
apply knowledge of phonics generalizations
use visualization as a reading comprehension strategy
use context clues to identify unfamiliar words
understand the concept of compound words
42
Look at the picture and answer the question
oral lang. development by imitating the teachers reading of a text
understand alphabetic principle by reinforcing letter-sound correspondence
love of reading facilitating thier access to a story they hear/understood
metacognition strategies by allowing to practice self-monitoring
43
Look at the picture and answer the question
length of the text does not likely exceed the attention span
includes some pictures of illustrations
concepts in the text are at appropriate level of difficulty
a phrase, rhyme, or sentence is repeated throughout the text
44
Look at the picture and answer the question.
student can orally segment the word wonderful into won-der-ful
after hearing fish and fun, can identify the both begin with phoneme /f/
heard the word hot and the /i/ sound, can subsitute /i/ for /o/ to make hit
student can orally segment the word train into its onset and rime
45
Look at the picture and answer the question.
awareness of different types of morphemes
word recognition with respect to sight words
reading fluency with respect to accuracy
knowledge of grade level vocabulary
46
Look at the picture and answer the question
offer more reliable assessment data
ensure consistency among different evalulators
provide more objective results that do multiple-choice tests
promote student participation in self-assessment activities
47
Look at the picture and answer the question
table of contents
glossary
bibliography
index
48
Look at the picture and answer the question.
understand that concept of a silent letter
identify in spoken language separate sounds that can be mapped to letters
count the number of syllables in a written word
recognize different ways in which one sound can be represented in print
49
Look at the picture and answer the question.
listen to the teacher say boat/coat, then identify if they rhyme
point to the correct letter on the alphabet chart/names specific letters
say the word cat, then say the first sound the child hears in the world
count the # of phonemes the child hears in a sentence as its being repeated
50
Look at the picture and answer the question
syllable patterns
greek roots
compound words
morphemic structure
51
Look at the picture and answer the question
give the teacher an opportunity to assess & compare students oral lang.
reinforce understanding and recognition of key concepts about print
facilitate comprehension by activating prior knowledge and building schema
prepare to benefit from explicit phonics instruction related to text
52
Look at the picture and answer the question
find and use synonyms for common words
cluster new vocabulary together into meaningful groups
use structural clues to identify the meaning of words
identify and decode common homographs
53
Look at the picture and answer the question
supporting student's development of prosodic reading skills
teaching students to adjust their reading rate based on text complexity
encouraging students to read and interact closely with the text
developing students ability to read text evaluatively
54
Look at the picture and answer the question
late, great, wait, eight
afraid, obtain, explain, remain
swim, swims, swam, swum
pretest, retest, tested, testing
55
Look at the picture and answer the question
Mary is magnanimous in all of her dealings with people
Peter's mother was adamant that he should attend college
John's friends surreptitiously planned a housewarming party for him
tulip trees are ubiquitous in Virginia and in some other parts of the US
56
Look at the picture and answer the question.
helping them recognize phonemes that occur frequently in print
promoting their understanding of letter-sound correspondence
developing their awareness of left-to-right directionality
promoting their devleopment of letter recognition skills
57
Look at the picture and answer the question
read key chapters of the novel aloud together by taking turns reading
stop after reading each chapter to try to summarize key events of plot
rewrite the story from the perspective of different character in the novel
engage in guided reading / rereading of key passages in the novel
58
Look at the picture and answer the question.
understanding of text directionality
understanding of the concept of schema
development of literal comprehension strategies
development of book-handling skills
59
Look at the picture and answer the question
predicting
inferring
decoding
metacognition
60
Look at the picture and answer the question
being aware that a word is made up of one or more phonemes
being able to segment and blend a word's phoneme
being able to separate a word's onset and rime
being aware that words can be divided into syllables
61
Look at the picture and answer the question
activate students prior knowledge of the topic
give a list of new vocab definitions and ask to make up own sentences
pair ELL students with native speakers of english
have them look up unknown english words using bilingual dictionaries
62
Look at the picture and answer the question.
sounding out and blending letter-sounds to make words
segmenting and sequencing phonemes in words
detecting syllable boundaries in words
discriminating between a word's root morpheme and affixes
63
Look at the picture and answer the question
a diagnostic portfolio
a reading miscue inventory
a test of vocabulary development
a norm-referenced survey test
64
Look at the picture and answer the question.
promoting their awareness of letter-sound correspondence
teaching them how to distinguish between consonants and vowels
encouraging them to divide words into onsets and rimes
helping them recognize distinct syllables in oral language
65
Look at the picture and answer the question
providing them with frequent, varied reading experiences using new vocab
helping them categorize, visualize and remember new vocabulary
showing them how structural analysis can be used to determine vocabulary
guiding them to discover the multiple meanings of new vocabulary
66
Look at the picture and answer the question
in my opinion...
the passage suggests...
the author's first point is....
in comparison...
67
Look at the picture and answer the question
is not measuring what it is supposed to measure
has poor predictive value relative to students classroom performance
has not proven to be useful as an instructional intervention
gives fluctuating scores in different administrations
68
Look at the picture and answer the question
(4)
(3)
(1)
(2)
69
Look at the picture and answer the question
help apply structural and contextual analysis to construct/confirm meaning
paraphrase the sentence that contains the word by substituting a synonym
students enter the words in their ongoing list of new vocab, then look up
use explicit explanation to describe the meaning before they read it
70
Look at the picture and answer the question
enhancing their familiarity with the text structures and features
equipping them with strategies to understand the meaning of multi syllable
increase knowledge of key vocabulary found in content area textbooks
faciliating ability to use phonics generalization to decode words
71
Look at the picture and answer the question
possess a self-awareness that allows them to use metacognitive skills
developed the base of background knowledge typical covered by text books
focus full attention / cognitive resources on the meaning of a text
well-developed skills for decoding any level of text word by word
72
Look at the picture and answer the question.
has grasped the idea that the function of print is distinct from pictures
is beginning to develop awareness that words are made of distinct phonemes
has basic understanding of the alphabetic principle
is ready to learn the concept of letter-sound correspondence
73
Look at the picture and answer the question.
can the student distinguish between short and long vowel sounds in English?
does the student's primary language have consonant blends?
are the target words in the student's oral vocabulary in English?
Do the target words have cognates in the student's primary language?
74
Look at the picture and answer the question
free-write about the story in their reading response journals
reread the story silently / respond to several literal comp questions
discussing how characters respond to major events/challeneges
identify the key vocabulary words in the story
75
Look at the picture and answer the question
ability to isolate individual sounds in words
structural analysis skills
awareness of multisyllable words
ability to blend the sounds in words
76
Look at the picture and answer the question
oral vocabulary knowledge is dependent on development of decoding skills
oral vocabulary knowledge allows the reader to derive meaning as decoding
must have extensive oral vocabulary knowledge in order to learn decoding
reader applies decoding skills to unfamiliar written words in order
77
Look at the picture and answer the question
predict future events
recognize a literary allusion
analyze an author's point of view
analyze story elements
78
Look at the picture and answer the question
promote the students ability to track print
improve the students decoding skills
enhance the students oral vocabulary development
develop the students ability to self-monitor comprehension
79
Look at the picture and answer the question
modeling for them metacognitive comprehension strategies
exposing them to new vocabulary in context.
summarizing for them the main ideas of an expository text
giving them an example of fluent oral reading
80
Look at the picture and answer the question
paraphrase content to make the text more understanable
use visualization to facilitate their comprehension of the text
connect elements in the text to their background knowledge
identify the text's main ideas and supporting details
81
Look at the picture and answer the question.
phonemic awareness skills
development of letter-sound correspondence
understanding of the alphabetic principle
word identification skills
82
Look at the picture and answer the question
identifying the independent clause at the heart of a sentence
distinguish between demonstrative and indefinite pronouns in a sentence
identify common transitions words that link ideas in two or more sentences
distinguishing between sentences that use passive and active voice
83
Look at the picture and answer the question
evaluating the degree to which the student uses syntactic clues
evaluating the students ability to apply grade level phonics skills
determining the rate of the students phonological processing
determining the extent of the students vocabulary knowledge
84
Look at the picture and answer the question.
understands the concept of print and directionality
knows where individual words begin and end
has developed an understanding that print carriers meaning
has well-developed book-handling skills
85
Look at the picture and answer the question
list of Web sites that have been preapproved based on reading levels
providing a checklist of questions/prompt critical evaluation on web sites
teaching to employ a variety of search engines to locate relevant web sites
search for Web sites that are easy to navigate with familiar vocabulary
86
Look at the picture and answer the question
development of decoding skills & automaticity with grade level sight words
knowledge and skills related to understanding to complex academic language
skill in applying contextual analysis and other word analysis strategies
understanding of important features of skilled prosodic reading
87
Look at the picture and answer the question
read literature that iffers repeated exposure to predictable text
recognition of high-frequency multi syllable words using drill flashcards
compare the parts of new multi syllable words with known single syllable
sound out the individual phonemes that compose multi-syllable words

Practice Flashcards | StudBud

Practice

87 termsStudBud Administration61 plays

Imported from external platform

Flashcards87 cardsFPractice quizPHost liveL

Questions 87

Answers

1
Look at the picture and answer the question
he took off his cap so that he could take a nap
his face looked pale after he carried the pail of water for a mile
she told him not to buy a ticket because she had already bought one
she works at a bank that is located near the bank of a river
2
Look at the picture and answer the question.
look up unfamiliar words in the dictionary
use context clues to determine the meaning of words
apply consistent phonics generalizations in common words
identify the constituent parts of multi-syllable words
3
Look at the picture and answer the question
kn
ir
oi
th
4
Look at the picture and answer the question
modeling how to engage in close reading of academic texts
developing word consciousness and love of interesting new words
achieve grade-level fluency benchmarks for accuracy and rate
apply metacognitive comprehension strategies as they read
5
Look at the picture and answer the question
the spelling of a suffix is often more reliable than its pronunciation
the second letter of a consonant blend is usually pronounced as the onset
spelling is often the best predictor of the proununciation of a suffix
open syllables are usually pronounced with a long vowel sound
6
Look at the picture and answer the question
understands letter-sound correspondence but not syllable structure
proficient at using syntactic clues but not semantic clues
can decode single syllable words but not multi-syllable words
proficient at using context clues to help identify words but weak decoding
7
Look at the picture and answer the question.
shown a letter, of the alphabet, can orally identify corresponding sound(s)
heard the word magazine, and can determine it contains three syllables
sing, ring, fling and hang. can identify hang is different
hearing the word hat, can identify that it ends with the sound /t/
8
Look at the picture and answer the question.
guess the meaning of unfamiliar words
recognize and understand sight words in a text
use knowledge of letter-sound correspondence to decode words
divide written words into onset and rimes
9
Look at the picture and answer the question
what do you think isn the main idea of the novel? relate specific events.
which characters are mentioned in the chapter? list each of the characters
What happened in the chapter? describe 2-3 events from the chapter
what new vocabulary words did you learn? List and define the words
10
Look at the picture and answer the question.
development of an awareness of print
recognition of high-frequency sight words
recognition that words are composed of separete words
development of automaticity in word recognition
11
Look at the picture and answer the question
pronouncing clowns as clones
shortening funny to fun
omitting circus
saying bet for best
12
Look at the picture and answer the question
determining the authors stated or implied main point of view
basing interpretations about a literary work on textual evidence
identify a novels mood by analyzing the authors use of figurative lanuage
using text structure to develop a general summary of a literary work
13
Look at the picture and answer the question
ask to find other sentences in the text that use fell and swoop
help create a tree diagram of the structure of the phrase
discussing examples of the phrase used in the context
directing to look up the different meanings of fell and swoop
14
Look at the picture and answer the question
introducing common elements of play as genre looking at sections as a class
ask to generate questions about the play based on the title
ask to share what they already know about the time period
encouraging to create / perform their own short skits about the subject
15
Look at the picture and answer the question.
awareness of key aspects of prosodic reading
awareness of new phonics elements
development of reading rate and automaticity
development of comprehension skills and strategies
16
Look at the picture and answer the question
initial and final consonants
digraphs and blends
short vowels and dipthongs
long and r-controlled vowels
17
Look at the picture and answer the question
create a story map of main characters and the events their connected to
clarify their understanding by reflecting on their personal expierences
explicitly teaching the key features / conventions of different genres
prompting to evaluate the significance of a story's setting to the theme
18
Look at the picture and answer the question
synthesizing information from various sources for a research support
evaluating the validity of information on an Internet Web site
previewing a chapter in a content-area textbook
studying specific facts for a content-area exam
19
Look at the picture and answer the question
provide picture card to determine whether the student can identify a tiger
guide in reading lists of nouns with and without plural -s on the end
verify understanding that tigers means more that one tiger
provide independent practice in adding plural s to singular nouns
20
Look at the picture and answer the question
look up word, then paraphrase the sentence using the dictionary definition
make note in vocab log, then study the word after finishing the story
break the word up into component parts, the compare the meanings
use context clues in the sentence, guess the meaning, then the the meaning
21
Look at the picture and answer the question.
decoding skills are secondary to reading fluency and comprehension skills
reading comp sills directly facilitate the development of decoding skills
rapid automatic decoding skills help reading fluency and comprehension
decoding skills & reading comp skills tend to develop independently
22
Look at the picture and answer the question.
basic undertsanding of the alphabetic principle
basic understanding of word boundaries
awareness of the relationship between syllables and the spoken word
awareness that speech can be represented by writing
23
Look at the picture and answer the question.
reads aloud to the kiddos from books that contain words that follow phonics
teacher emphasizes the initial sounds of words when reading to the children
teacher posts the entire alphabet around the room in several different ways
teahcer says the name of a letter, while the students trace its shape
24
Look at the picture and answer the question
infer the meaning of new vocabulary in the test based on word derivations
strengthen & extend understanding of the overall structure of the text
extend & reinforce expressive & receptive vocabularies related to texts
verify word meanings by incorporating syntactic and semantic clues
25
Look at the picture and answer the question
spelling facilitates vocabulary development by introducing new words
spelling promotes phonemic awareness by teaching onset and rimes
spelling supports word recognition by learning and retaining common phonics
spelling simplifies the reading process by focusing on limited set of rules
26
Look at the picture and answer the question
the addition of a suffix can alter the spelling of its root word
the spelling of a suffix can vary depending on its root word
the accented syllable of a root word can shift when certain suffixes are +
the pronunciation if a suffix can change when added to certain root words
27
Look at the picture and answer the question
improving their aural discrimination skills
fostering their engagement in and love of reading
explicitly modeling phonological concepts such as word boundaries
explicitly teaching letter-sound correspondence
28
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text does not include compound sentences joined it and/or/but
come from homes where silent reading is extensively modeled
text primarily deals w/ fictional rather then factual accounts of character
can decode and understand the meaning of at least 95% of the words in text
29
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talk with students about the beginning, middle and end of a story
students trace both lower and uppercase letters, then write on their own
put labels on familiar objects in the classroom and have students read them
talk with students about the selected consonants using a series of posters
30
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demonstrating that phonemes are represented by letters
introducing the concept of onset and rimes
focusing on auditory discrimination skills
illustrating the concept of word boundaries
31
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monitor comprehension of informational texts
identify the theme in expository texts
analyze point of view in expository texts
draw inferences from informational texts
32
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recognizing that print carries meaning
understanding the relationship between spoken an written language
interalizing the alphabetic principle
developing letter formation skills
33
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are beginning to develop systematic phonics skills
have a relatively high level of phonemic awareness
are beginning to master the alphabetic principle
have a relatively low level of phonological awareness
34
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emphasize use of literary language and dialogues
should use repeated words and natural oral language structures
feature a range of punctuation and context-specific vocabulary
require readers to use problem-solving to connect text to illustrations
35
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semantic map
outline
timeline
venn diagram
36
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structural analysis skills
awareness of multisyllable words
ability to blend the sounds in words
ability to isolate individual sounds in words
37
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high-frequency, phonetically irregular words
words that are conceptually challenging
high-frequency words with multiple meanings
multi-syllable words
38
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promoting their oral language development and listening comprehension
encouraging them to practice speaking skills
fostering their ability to work independently of teacher guidance
helping them begin to make connection between print and the spoken word
39
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lacks automaticity in word recognition
needs help developing phonemic segmentation skills
has difficulty sounding out phonetically regular one-syllable words
is performing below grade-level benchmarks in reading fluency
40
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1st grader can easily decode nonsense words but limited comprehension
2nd grader adept at using context clues, but diff. sounding out letters
K student can recite the alphabet from memory, but diff w/ indvid phonemes
3rd grader who can read grade level text but diff with unfamiliar words
41
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apply knowledge of phonics generalizations
use visualization as a reading comprehension strategy
use context clues to identify unfamiliar words
understand the concept of compound words
42
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oral lang. development by imitating the teachers reading of a text
understand alphabetic principle by reinforcing letter-sound correspondence
love of reading facilitating thier access to a story they hear/understood
metacognition strategies by allowing to practice self-monitoring
43
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length of the text does not likely exceed the attention span
includes some pictures of illustrations
concepts in the text are at appropriate level of difficulty
a phrase, rhyme, or sentence is repeated throughout the text
44
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student can orally segment the word wonderful into won-der-ful
after hearing fish and fun, can identify the both begin with phoneme /f/
heard the word hot and the /i/ sound, can subsitute /i/ for /o/ to make hit
student can orally segment the word train into its onset and rime
45
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awareness of different types of morphemes
word recognition with respect to sight words
reading fluency with respect to accuracy
knowledge of grade level vocabulary
46
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offer more reliable assessment data
ensure consistency among different evalulators
provide more objective results that do multiple-choice tests
promote student participation in self-assessment activities
47
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table of contents
glossary
bibliography
index
48
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understand that concept of a silent letter
identify in spoken language separate sounds that can be mapped to letters
count the number of syllables in a written word
recognize different ways in which one sound can be represented in print
49
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listen to the teacher say boat/coat, then identify if they rhyme
point to the correct letter on the alphabet chart/names specific letters
say the word cat, then say the first sound the child hears in the world
count the # of phonemes the child hears in a sentence as its being repeated
50
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syllable patterns
greek roots
compound words
morphemic structure
51
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give the teacher an opportunity to assess & compare students oral lang.
reinforce understanding and recognition of key concepts about print
facilitate comprehension by activating prior knowledge and building schema
prepare to benefit from explicit phonics instruction related to text
52
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find and use synonyms for common words
cluster new vocabulary together into meaningful groups
use structural clues to identify the meaning of words
identify and decode common homographs
53
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supporting student's development of prosodic reading skills
teaching students to adjust their reading rate based on text complexity
encouraging students to read and interact closely with the text
developing students ability to read text evaluatively
54
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late, great, wait, eight
afraid, obtain, explain, remain
swim, swims, swam, swum
pretest, retest, tested, testing
55
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Mary is magnanimous in all of her dealings with people
Peter's mother was adamant that he should attend college
John's friends surreptitiously planned a housewarming party for him
tulip trees are ubiquitous in Virginia and in some other parts of the US
56
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helping them recognize phonemes that occur frequently in print
promoting their understanding of letter-sound correspondence
developing their awareness of left-to-right directionality
promoting their devleopment of letter recognition skills
57
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read key chapters of the novel aloud together by taking turns reading
stop after reading each chapter to try to summarize key events of plot
rewrite the story from the perspective of different character in the novel
engage in guided reading / rereading of key passages in the novel
58
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understanding of text directionality
understanding of the concept of schema
development of literal comprehension strategies
development of book-handling skills
59
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predicting
inferring
decoding
metacognition
60
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being aware that a word is made up of one or more phonemes
being able to segment and blend a word's phoneme
being able to separate a word's onset and rime
being aware that words can be divided into syllables
61
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activate students prior knowledge of the topic
give a list of new vocab definitions and ask to make up own sentences
pair ELL students with native speakers of english
have them look up unknown english words using bilingual dictionaries
62
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sounding out and blending letter-sounds to make words
segmenting and sequencing phonemes in words
detecting syllable boundaries in words
discriminating between a word's root morpheme and affixes
63
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a diagnostic portfolio
a reading miscue inventory
a test of vocabulary development
a norm-referenced survey test
64
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promoting their awareness of letter-sound correspondence
teaching them how to distinguish between consonants and vowels
encouraging them to divide words into onsets and rimes
helping them recognize distinct syllables in oral language
65
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providing them with frequent, varied reading experiences using new vocab
helping them categorize, visualize and remember new vocabulary
showing them how structural analysis can be used to determine vocabulary
guiding them to discover the multiple meanings of new vocabulary
66
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in my opinion...
the passage suggests...
the author's first point is....
in comparison...
67
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is not measuring what it is supposed to measure
has poor predictive value relative to students classroom performance
has not proven to be useful as an instructional intervention
gives fluctuating scores in different administrations
68
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(4)
(3)
(1)
(2)
69
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help apply structural and contextual analysis to construct/confirm meaning
paraphrase the sentence that contains the word by substituting a synonym
students enter the words in their ongoing list of new vocab, then look up
use explicit explanation to describe the meaning before they read it
70
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enhancing their familiarity with the text structures and features
equipping them with strategies to understand the meaning of multi syllable
increase knowledge of key vocabulary found in content area textbooks
faciliating ability to use phonics generalization to decode words
71
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possess a self-awareness that allows them to use metacognitive skills
developed the base of background knowledge typical covered by text books
focus full attention / cognitive resources on the meaning of a text
well-developed skills for decoding any level of text word by word
72
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has grasped the idea that the function of print is distinct from pictures
is beginning to develop awareness that words are made of distinct phonemes
has basic understanding of the alphabetic principle
is ready to learn the concept of letter-sound correspondence
73
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can the student distinguish between short and long vowel sounds in English?
does the student's primary language have consonant blends?
are the target words in the student's oral vocabulary in English?
Do the target words have cognates in the student's primary language?
74
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free-write about the story in their reading response journals
reread the story silently / respond to several literal comp questions
discussing how characters respond to major events/challeneges
identify the key vocabulary words in the story
75
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ability to isolate individual sounds in words
structural analysis skills
awareness of multisyllable words
ability to blend the sounds in words
76
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oral vocabulary knowledge is dependent on development of decoding skills
oral vocabulary knowledge allows the reader to derive meaning as decoding
must have extensive oral vocabulary knowledge in order to learn decoding
reader applies decoding skills to unfamiliar written words in order
77
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predict future events
recognize a literary allusion
analyze an author's point of view
analyze story elements
78
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promote the students ability to track print
improve the students decoding skills
enhance the students oral vocabulary development
develop the students ability to self-monitor comprehension
79
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modeling for them metacognitive comprehension strategies
exposing them to new vocabulary in context.
summarizing for them the main ideas of an expository text
giving them an example of fluent oral reading
80
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paraphrase content to make the text more understanable
use visualization to facilitate their comprehension of the text
connect elements in the text to their background knowledge
identify the text's main ideas and supporting details
81
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phonemic awareness skills
development of letter-sound correspondence
understanding of the alphabetic principle
word identification skills
82
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identifying the independent clause at the heart of a sentence
distinguish between demonstrative and indefinite pronouns in a sentence
identify common transitions words that link ideas in two or more sentences
distinguishing between sentences that use passive and active voice
83
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evaluating the degree to which the student uses syntactic clues
evaluating the students ability to apply grade level phonics skills
determining the rate of the students phonological processing
determining the extent of the students vocabulary knowledge
84
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understands the concept of print and directionality
knows where individual words begin and end
has developed an understanding that print carriers meaning
has well-developed book-handling skills
85
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list of Web sites that have been preapproved based on reading levels
providing a checklist of questions/prompt critical evaluation on web sites
teaching to employ a variety of search engines to locate relevant web sites
search for Web sites that are easy to navigate with familiar vocabulary
86
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development of decoding skills & automaticity with grade level sight words
knowledge and skills related to understanding to complex academic language
skill in applying contextual analysis and other word analysis strategies
understanding of important features of skilled prosodic reading
87
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read literature that iffers repeated exposure to predictable text
recognition of high-frequency multi syllable words using drill flashcards
compare the parts of new multi syllable words with known single syllable
sound out the individual phonemes that compose multi-syllable words